These tools will no longer be maintained as of December 31, 2024. Archived website can be found here. PubMed4Hh GitHub repository can be found here. Contact NLM Customer Service if you have questions.


BIOMARKERS

Molecular Biopsy of Human Tumors

- a resource for Precision Medicine *

171 related articles for article (PubMed ID: 24060060)

  • 41. Transporting evidence-based interventions across cultures: using focus groups with teachers and parents of pre-school children to inform the implementation of the Incredible Years Teacher Training Programme in Jamaica.
    Baker-Henningham H
    Child Care Health Dev; 2011 Sep; 37(5):649-61. PubMed ID: 21392051
    [TBL] [Abstract][Full Text] [Related]  

  • 42. Teacher Anxiety Program for Elementary Students (TAPES): intervention development and proposed randomized controlled trial.
    Ginsburg GS; Pella JE; Piselli K; Chan G
    Trials; 2019 Dec; 20(1):792. PubMed ID: 31888726
    [TBL] [Abstract][Full Text] [Related]  

  • 43. The Incredible Years® Teacher Classroom Management programme and its impact on teachers' professional self-efficacy, work-related stress, and general well-being: Results from the STARS randomized controlled trial.
    Hayes R; Titheradge D; Allen K; Allwood M; Byford S; Edwards V; Hansford L; Longdon B; Norman S; Norwich B; Russell AE; Price A; Ukoumunne OC; Ford T
    Br J Educ Psychol; 2020 May; 90(2):330-348. PubMed ID: 30980389
    [TBL] [Abstract][Full Text] [Related]  

  • 44. Changing Teacher-Child Dyadic Interactions to Improve Preschool Children's Externalizing Behaviors.
    Williford AP; LoCasale-Crouch J; Whittaker JV; DeCoster J; Hartz KA; Carter LM; Wolcott CS; Hatfield BE
    Child Dev; 2017 Sep; 88(5):1544-1553. PubMed ID: 27990626
    [TBL] [Abstract][Full Text] [Related]  

  • 45. Universal Teacher-Child Interaction Training in Early Special Education: A Pilot Cluster-Randomized Control Trial.
    Davidson BC; Davis E; Cadenas H; Barnett M; Sanchez BEL; Gonzalez JC; Jent J
    Behav Ther; 2021 Mar; 52(2):379-393. PubMed ID: 33622507
    [TBL] [Abstract][Full Text] [Related]  

  • 46. Examining teachers' classroom management profiles: Incorporating a focus on culturally responsive practice.
    Gaias LM; Lindstrom Johnson S; Bottiani JH; Debnam KJ; Bradshaw CP
    J Sch Psychol; 2019 Oct; 76():124-139. PubMed ID: 31759461
    [TBL] [Abstract][Full Text] [Related]  

  • 47. Teacher-child relationships and classroom-learning behaviours of children with developmental language disorders.
    Rhoad-Drogalis A; Justice LM; Sawyer BE; O'Connell AA
    Int J Lang Commun Disord; 2018 Mar; 53(2):324-338. PubMed ID: 29205696
    [TBL] [Abstract][Full Text] [Related]  

  • 48. The impact of instructional context on classroom on-task behavior: a matched comparison of children with ADHD and non-ADHD classmates.
    Imeraj L; Antrop I; Sonuga-Barke E; Deboutte D; Deschepper E; Bal S; Roeyers H
    J Sch Psychol; 2013 Aug; 51(4):487-98. PubMed ID: 23870443
    [TBL] [Abstract][Full Text] [Related]  

  • 49. Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students.
    Oberle E; Schonert-Reichl KA
    Soc Sci Med; 2016 Jun; 159():30-7. PubMed ID: 27156042
    [TBL] [Abstract][Full Text] [Related]  

  • 50. Classification accuracy and acceptability of the Integrated Screening and Intervention System Teacher Rating Form.
    Daniels B; Volpe RJ; Fabiano GA; Briesch AM
    Sch Psychol Q; 2017 Jun; 32(2):212-225. PubMed ID: 26928387
    [TBL] [Abstract][Full Text] [Related]  

  • 51. Multilevel analysis of personality, family, and classroom influences on emotional and behavioral problems among Chinese adolescent students.
    Wang J; Hu S; Wang L
    PLoS One; 2018; 13(8):e0201442. PubMed ID: 30092068
    [TBL] [Abstract][Full Text] [Related]  

  • 52. The challenging pupil in the classroom: the effect of the child on the teacher.
    Houts RM; Caspi A; Pianta RC; Arseneault L; Moffitt TE
    Psychol Sci; 2010 Dec; 21(12):1802-10. PubMed ID: 21078897
    [TBL] [Abstract][Full Text] [Related]  

  • 53. Teacher practices as predictors of children's classroom social preference.
    Mikami AY; Griggs MS; Reuland MM; Gregory A
    J Sch Psychol; 2012 Feb; 50(1):95-111. PubMed ID: 22386080
    [TBL] [Abstract][Full Text] [Related]  

  • 54. A teacher-consultation approach to social skills training for pre-kindergarten children: treatment model and short-term outcome effects.
    Han SS; Catron T; Weiss B; Marciel KK
    J Abnorm Child Psychol; 2005 Dec; 33(6):681-93. PubMed ID: 16328744
    [TBL] [Abstract][Full Text] [Related]  

  • 55. Efficacy of behavioral classroom programs in primary school. A meta-analysis focusing on randomized controlled trials.
    Veenman B; Luman M; Oosterlaan J
    PLoS One; 2018; 13(10):e0201779. PubMed ID: 30303966
    [TBL] [Abstract][Full Text] [Related]  

  • 56. How Do School-Based Prevention Programs Impact Teachers? Findings from a Randomized Trial of an Integrated Classroom Management and Social-Emotional Program.
    Domitrovich CE; Bradshaw CP; Berg JK; Pas ET; Becker KD; Musci R; Embry DD; Ialongo N
    Prev Sci; 2016 Apr; 17(3):325-37. PubMed ID: 26749578
    [TBL] [Abstract][Full Text] [Related]  

  • 57. The socio-behavioral development of children with symptoms of attachment disorder: An observational study of teacher sensitivity in special education.
    Spilt JL; Vervoort E; Koenen AK; Bosmans G; Verschueren K
    Res Dev Disabil; 2016 Sep; 56():71-82. PubMed ID: 27262444
    [TBL] [Abstract][Full Text] [Related]  

  • 58. Designing an iPad App to Monitor and Improve Classroom Behavior for Children with ADHD: iSelfControl Feasibility and Pilot Studies.
    Schuck S; Emmerson N; Ziv H; Collins P; Arastoo S; Warschauer M; Crinella F; Lakes K
    PLoS One; 2016; 11(10):e0164229. PubMed ID: 27741257
    [TBL] [Abstract][Full Text] [Related]  

  • 59. Implementation in the "real world" of an evidence-based social and emotional learning program for teachers: effects on children social, emotional, behavioral and problem solving skills.
    Gaspar MF; Seabra-Santos M; Relvão J; Pimentel M; Homem T; Azevedo AF; Moura-Ramos M
    Front Psychol; 2023; 14():1198074. PubMed ID: 38449468
    [TBL] [Abstract][Full Text] [Related]  

  • 60. A process for developing community consensus regarding the diagnosis and management of attention-deficit/hyperactivity disorder.
    Foy JM; Earls MF
    Pediatrics; 2005 Jan; 115(1):e97-104. PubMed ID: 15629972
    [TBL] [Abstract][Full Text] [Related]  

    [Previous]   [Next]    [New Search]
    of 9.